Courses

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ITAI: Introduction to Academic Integrity

The Introduction to Academic Integrity course illustrates academic integrity and plagiarism in real-life scenarios. A clear sense of academic honesty and responsibility is fundamental to good scholarship, and the integrity of university academic work and the degrees conferred by the university is dependent upon the honesty and soundness of the teacher-student learning relationship and of the evaluation process. Therefore, all students must understand the meaning and consequences of cheating, plagiarism, and other academic offences. The Introduction to Academic Integrity course serves as a helpful, interactive companion to the academic integrity policy and procedures outlined in the Student Policies & Procedures, which contains the policies and procedures that guide academic life at Royal Roads and support our mission as a university.

Course Credits: 0.0

LRNTLNK: The Link

Prepares students for a successful launch into their learning journey by creating an opportunity for students to meet and get to know one another in a virtual setting. Offers a fully-online introduction to the applicable program within the School of Education and Technology. Provides overview of the program and course options and introduces students to the RRU technology platforms.

Course Credits: 0.0

HEAL501: Higher Education Leadership in Times of Change

Focuses on leaders’ capacity to influence change. Examines new and emerging models of leadership and considers their implications for the design and organization of post-secondary educational environments. Introduces systems, leadership and change theories. Considers how to inspire and lead innovation to foster student learning and institution-wide success.

Course Credits: 3.0

HEAL510: Approaches to Educational Research in Higher Education

Introduces research concepts and methods most relevant to higher education. Examines the role of institutional research and program evaluation in supporting planning and decision making. Introduces different approaches to both quantitative and qualitative research, their theoretical underpinnings and practical applications, as well as intellectual property and copyright issues. Introduces the concept of research literacy and the process of translating research results into action-oriented strategies that support organizational improvement. Considers the leader’s role in supporting faculty engaged in the scholarship of teaching and learning. Co-requisites HEAL 501

Course Credits: 3.0

HEAL520: Global and National Perspectives on Higher Education

Examines the roles that higher education plays in contributing to society from both Canadian and international perspectives. Considers how international, national and provincial policies shape and define higher education systems. Takes a critical stance on higher educational institutions’ design and organization. Considers issues of governance and institutional culture in various higher educational contexts.

Course Credits: 3.0

HEAL525: Global Perspectives on International Education

Explores historical and current conceptualizations of international education, including its roles and purposes. Examines key issues and critical perspectives that affect how higher education institutions integrate international education into their academic and business models. Considers distinctions in key concepts such as internationalism, internationalization, intercultural competence, and globalization and their implications for higher educational leadership. Analyzes key issues, opportunities, tensions, and conflicts associated with developing international programs and institutional models of internationalization.

Course Credits: 3.0

HEAL530: Leading Educational Change in Higher Education Environments

Examines the leader’s role in initiating, supporting, and sustaining innovation and change in higher education environments. Explores leadership and change-oriented models and theories that can be applied to higher education contexts. Considers the important role of organizational culture and how it affects both leadership approaches and organizational change models. Articulates how communication, collaboration and collegiality influence the change process. Engages participants in how to work effectively with disparate stakeholders (students, faculty, staff, government, interest groups, etc.) to promote positive organizational change.

Course Credits: 3.0

HEAL535: Communication and Organizational Culture in a Globalized World

Explores the role of communication processes and organizational culture in advancing international education in higher education. Examines the implications of communication competence for leaders relative to decision making, problem solving and conflict management in organizational settings. Introduces frameworks, models and concepts for developing communication plans, analyzing cultural contexts and leading cultural change in organizations.

Course Credits: 3.0

HEAL540: New Models for Institutional Viability

Examines how the finance, marketing, labour relations, and recruitment functions of higher education institutions need to work together to support enrolment growth and institutional development. Considers the implications and opportunities for developing effective collective bargaining processes. Explores the innovative ways that higher education institutions raise funds, market programs, and develop recruiting strategies to support programs and services.

Course Credits: 3.0

HEAL545: The Business of International Education

Examines key facets of the business side of international education, including business development, marketing and recruitment strategies, contract management, policy analysis and risk management. Explores the implication of cross-cultural contexts on marketing, strategic partnerships and business development. Considers the implications of international trade in educational services, including the impact of legal, political and fiscal requirements in foreign markets on business development opportunities. Examines the practical applications of global systems thinking to key institutional ventures such as offshore campuses, twinning arrangements and international collaborations.

Course Credits: 3.0

HEAL550: Systems Thinking and Strategic Planning in Higher Education

Focuses on the development of effective and practical plans using a results-based and systems-thinking focus. Explores various models and frameworks for developing both strategic and operational plans. Introduces systems thinking models, concepts and tools for examining complex and inter-dependent issues of significant importance to the post-secondary educational leader. Explores the philosophical and historical antecedents that inform current systems thinking models as well as current approaches to educational planning and development. Examines the role of evidence-based decision making and the use of data-driven strategies in support of developing, implementing, and reviewing plans. Investigates institutional management and planning as an inclusive and collaborative process.

Course Credits: 3.0

HEAL560: Quality, Accountability and Educational Effectiveness

Introduces the concept of public accountability and what it means in a post-secondary context. Explores the roles played by quality assurance and accountability systems in supporting organizational effectiveness. Looks at current models of quality assurance. Examines tensions between the concepts of improvement and accountability and considers the interests and perspectives of different internal and external stakeholders towards assuring educational quality.

Course Credits: 3.0

HEAL570: Leveraging Technology in Higher Education Environments

Introduces the range of models for integrating technology into the higher education learning environment. Examines the impact of introducing online learning into a traditional institution as well as the role of social media in supporting student learning. Explores student service options required in technology-mediated learning environments and the challenges involved in their provision. Considers the needs of students, and the role of staff and faculty professional development programs in supporting students.

Course Credits: 3.0

LRNT506: Proposal Development for Educational Research

Applies the knowledge and skills gained in previous courses and makes the transition from the role of critical research consumer to that of research producer. Focuses on the research process with particular emphasis on systematic literature review research methodology. Examines data-gathering and analysis methods, as well as accepted practices of ensuring the validity or trustworthiness of the findings. Centers on the ethical framework for research conduct. Pre-requisite: The successful completion of the preceding HEAL program courses: HEAL 501, 510, 550, 560, 570 and one of the two stream combinations of 520/530/540 or 525/535/545.

Course Credits: 3.0

HEAL610: Research Paper: Leading and Sustaining Collaborative Inquiry Processes

Requires the critical analysis and substantial examination of a topic related to higher education leadership and administration based on publicly available information, research, or data. The goal of the course is to use research-based information and methods to implement change or improvement relevant to the student’s own area of focus. Takes the student through the process of problem definition, question development, analysis of the literature, and the development of a change management plan. Students may choose a topic of their choice relating to the focus of the program and relevant to their own leadership context. This is a capstone project that builds on the research principles, techniques and approaches introduced in earlier courses. Prerequisites: HEAL510 and LRNT506.

Course Credits: 6.0

LRNT600: Advanced Research: Thesis Proposal

Helps students to transition from knowledge consumers to knowledge producers. Focuses on the research process with particular emphasis on creating effective research questions, analyzing and synthesizing literature, developing evidence-based arguments, selecting a research method to analyze primary data, and developing a thorough research proposal for primary research. Enables students to focus on an area of personal interest. Directs the student through each stage in the development of the research proposal for a primary research study. Pre-requisites and/or co-requisites – LRNT 521; LRNT 522; LRNT 523; LRNT 524; LRNT 525; LRNT 526 For MAHEAL pre-requisites are: HEAL501, HEAL510, HEAL550, and HEAL520, HEAL530, HEAL540 or HEAL525, HEAL535, HEAL545 *pending approval

Course Credits: 3.0

LRNT690: Thesis

Revises and implements the thesis proposal developed in the Advanced Research: Thesis Proposal course (LRNT 600). A thesis constitutes a systematic study of a significant problem, issue, or phenomenon. Demonstrates the ability to analyze existing research, collate or collect data and apply it in the context of an existing problem, issue, or opportunity. The result is a synthesis of theoretical and empirical information and/or recommendations for further action. Identifies a problem or issue, states the research question, identifies major assumptions, explains the significance for the undertaking, grounds the research in relevant literature, sets forth the methods of gathering information, analyzes the data and offers a conclusion or recommendation based on the data and theoretical framing. Appropriate quality standards such as validity, reliability, or authenticity must be consistent with the selected research tradition and evident in tool development and data collection. The finished thesis evidences critical and independent thinking, subject expertise, appropriate organization and format and thorough documentation. The thesis should involve approximately 400 hours of student effort. Pre-requisites and/or co-requisites – LRNT 600 *Pending approval